The Effect of Teaching Science Through Inquiry-Based on Fun Learning in Developing Scientific Thinking Among Seventh-Grade Female Students

Abstract

ABSTRACT

         The study aimed to identify the effect of teaching science through inquiry-based learning on developing scientific thinking skills among seventh-grade female students. The quasi-experimental method was used. The study sample consisted of (44) seventh-grade female students from Al-Jubaiha Basic School, affiliated with the Directorate of Education in the University District in the capital, Amman, during the first semester of the academic year (2025/2026). They were selected using convenience sampling. The study instrument consisted of a scientific thinking test, consisting of (30) multiple-choice questions, distributed across five dimensions: (identifying the problem, proposing hypotheses, testing the validity of hypotheses, interpretation, and generalization). The validity and reliability of the test were confirmed. The results indicated statistically significant differences at the significance level (α = 0.05) according to the effect of inquiry-based learning in all dimensions, in favor of the experimental group. However, no statistically significant differences (α = 0.05) were found in the scientific thinking test as a whole between the post-test and follow-up applications, with a t-value of (1.895). With a statistical significance of 0.072, and based on the results, the study recommended encouraging science teachers to use inquiry-based learning in science instruction and conducting similar studies with other variables.

Keywords: Inquiry, Fun Learning, Scientific Thinking Skills, Grade 7